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2 Behavioral Science and Human Development Chapter 7: Functional Behavior Assessment (FBA) Functional behavior assessment refers to a process of gathering information concerning an individual's behavior, through which analysis is conducted based on the curricular, contextual, and outcome factors that contribute to the behavioral change so that a hypothesis is derived on the purpose it serves for an individual (Filter & Alvarez, 2012). Generally, FB assessments are conducted on students who show certain behaviors that can be disruptive; therefore, it is considered a tool to understand the influence of those behaviors. Purpose of Functional Behavior Assessment (FBA) The primary purpose of FBA is to facilitate identifying the functions of challenging behaviors exhibited by individuals so that appropriate intervention is determined to address the behavior effectively (Fox & Davis, 2005). For instance, in the education sector, determining the intention of a certain behavior exhibited by a student can be helpful to teachers since they will replace such behaviors with more appropriate ones that will serve a common and desired goal as other students. In other words, through FBA, teachers potentially develop individualized interventions that address the root causes of the challenging behaviors. Another purpose of FBA is to identify the specific environmental factors that influence the performance of challenging behavior and the desired outcomes that the behavior is intended to serve (Oliver et al., 2015). In some instances, even with the help of a teacher to replace the challenging behavior of a student with appropriate, the specific environmental factors (positive and negative reinforcements) concurrently influence the behaviors, hence preventing them from performing the appropriate behavior. Therefore, with FBA, the specific factors are identified and addressed appropriately. Types of hypotheses generated for functional assessment
3 Hypotheses generated for functional assessment are classified into different types based on their purpose. One of the common types of FBA hypothesis is a functional hypothesis, which is used in addressing a challenging behavior associated with social validity (Maag, 2016). Through functional hypothesis, teachers are directed to engage in interventions that address the process of replacement training, that is, in teaching behavior that serves a similar purpose as the inappropriate one in a student. Another type is the contextual hypothesis, which is mainly concerned with the consequences of a challenging behavior (Maag, 2016). Contextual hypotheses are used in developing interventions to address specific environmental aspects or modify them to desired behaviors. A curricular hypothesis is another type of FBA hypothesis that focuses on determining the curricular demands influencing the challenging behavior and informs on the modification required in the presentation of a curriculum so that appropriate behavior is increased. Procedures for generating and testing hypotheses Hypothesis development in FBA is fundamental in identifying and understanding the underlying causes of a challenging behavior exhibited by an individual. Generating FBA hypotheses first requires a clear definition of a target behavior that is specific, can be measured and is observable. After defining the behavior, relevant individuals exhibiting the behaviors are interviewed, and the process typically involves students, teachers, parents and caregivers. During the interviews, adequate information is gathered about the prospects of the behavior, that is, where and when it occurs, the triggers involved, the consequences of the triggers, and the behaviors' patterns after triggering. Afterward, direct observations are conducted on the individuals exhibiting the challenging behaviors with minimal. Throughout the systematic observation, data is collected on specific antecedents preceding the behavior, and then the
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4 information is recorded on behavioral checklists. Based on the information gathered from direct observation and interviews, the hypothesis is generated based on the function of the target behavior (Maag, 2016). Testing hypotheses involves a systemic manipulation of behavior in relation to identified functions and influencing environmental factors speculated to trigger the behavior. The testing procedure involves first defining the target behavior and then recording a specific technique through which the behavior will be observed and counted. For testing purposes, the target behavior is required to be observed before and after the manipulation of variables. The results of the observations are placed in visual representations to identify the manipulation effects. Components for writing behavioral support plans Writing behavioral support plans involves various components, including the summary of functional assessment findings, which include an outline of relevant antecedents and consequences. Another component is the general approach, which is concerned with an approach that will underpin the implementation of the plan and the appropriate person-centered interventions. The part of the plan in which areas of concern are written involves an outline of specific challenging behavior and the associated functions of the individual. In particular, areas of concern include the intensity, frequency, and duration of the challenging behavior (Bambara & Kern, 2021). Besides, a behavioral support plan should be written in a manner that allows for monitoring and evaluation since various adjustments will be required if various plans may not be achieved. Issues affecting FBA Functional assessments are surrounded by various issues that affect the effectiveness of the purpose they are intended to address. One of the issues is individual-specific deficiencies
5 since various individuals experience unique, challenging behaviors, some affecting social skills, problem-solving abilities, and communication (Maag, 2016). For this reason, if individual- specific deficits cannot be identified, the accuracy of assessment will not be achieved. Another issue is the shifting of functions and multiple controls, in which an individual initially observed a certain behavior evolves to a different behavior that they feel serves them better. Such shifts make it challenging to develop effective interventions. In most instances, FBA focuses on identifying the immediate repertoire of behavioral intent rather than the conventional one, resulting in the issue causing a miss on the underlying intent of the behavior.
6 References Bambara, L. M., & Kern, L. (Eds.). (2021). Individualized supports for students with problem behaviors: Designing positive behavior plans . Guilford Publications. Filter, K. J., & Alvarez, M. (2012). Functional behavioral assessment: A three-tiered prevention model. Sswaa Workshop. Fox, J., & Davis, C. (2005). Functional behavior assessment in schools: Current research findings and future directions. Journal of Behavioral Education , 1-4. Maag, J. W. (2016). Behavior management: From theoretical implications to practical applications . Cengage Learning. Oliver, A. C., Pratt, L. A., & Normand, M. P. (2015). A survey of functional behavior assessment methods used by behavior analysts in practice. Journal of Applied Behavior Analysis , 48 (4), 817-829.
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